Interactive Space: Classroom

Interactive space: classroom Arrives in port. It is not something Paul Daversa would like to discuss. L R. Ali Partovi contains valuable tech resources. luciane.aporta@ seduc.mt.gov.br: Luciane Ribeiro Aporta – Qualification in Arts – Ms. Education UFMT Teacher Formadora CEFAPRO of Rondonpolis/MT – the interatividade concept appeared at the beginning of years 80, evidencing what today, 2010 if know for digital generation. The Prof Dr. Landmark Hisses, Sociologist (Doctor in Education) displays in its workmanships that the professor and the TV had been flat, therefore the remote control, with all its sophistication, does not allow the intervention in the screen, can alternate the canal and make options. The interatividade in classroom, applied in conventional way, informatizada or not, and in the distance (web? on-line? TV) is glue in one same plan, the school and the medias. They transmit in mass.

Considering that the schools are not in tune with the interatividade, we rethink in practical the pedagogical one from the organization of the communication. Already Pablo Freire said: ' ' that the education if makes with B, mediatizados for mundo.' ' Pierre Lerry affirmed that the school is an institution that has five a thousand years if it bases on speech/to dictate of the master. Little became to change this practical. The Classroom as space of the professor and the pupil, must be the environment for the interatividade where the educator breaches with speaks/dictated, to adopt a similar position what he becomes to designer of an educative software: to oportunizar territories to be explored and a route not to be followed. The educator is the provoker of interrogations, formulador of questionings, coordinator of work teams, valuing the dialogue and the participation of the pupils, in the implementation of the use of the ways. The educandos make its participation at the prompt moments of evaluation, actors of this scene of learning with freedom to be expressed. The Education, as Prof Dr Landmark Hisses, would leave of being a product to become a process of action exchange that oportuniza and provides knowledge and it reproduces not only it, thus educandos exert the participation of which they are registered the school to over all learn in the teach-learning process and the exercise of the citizenship as educators and educandos in the democracy process, that is to the light of the educational legislaes proposal for Education of quality with access guarantees and permanence.

Summary: The Man After-modern, Religion And Ethics

Barth emphasizes, on the basis of studies already facts, the problem of the man after-modern. A man imbudo of a exacerbado, involved movement for a feeling of wanting to change the all instant: to change values, customs, culture, behavior, laws To change everything that it is not more useful, practical, new. One to be moved by the necessity of is in fashion; for the flow exaggerated of having and using what it is newness.

E this to have and to use the newness goes very beyond the simple technological object as, for example, the cellular device iphone. This feeling if extends for the field of the religion, the politics, the conjugal and familiar relationships, the ways of life Of the ethical-partner-cultural relations. This results of the great economic and technological transformations that will present for a society, that already was old, medieval, modern, a new model of society in which born in the kingdom what he is neo. We have in this model of society the man who if civilized, this already we have much time, but the primitividade came back. It acts for instinct: an instinct called energy wanting the pleasure. He is a man who cultua the change, fugaz, the rocking one, the ftil, the superficial one, the voluble one and hates the fixture, the balance. Exactly that, one of its searches is the proper balance, but a balance that is not in the fixed one and yes in the trelante. We have here, in this manner, a society in which reigns those that provides to this type of man all these feelings of changes, new features, of joy, of ‘ ‘ freedom and equilbrio’ ‘ For Rojas the modern man is image and similarity of the products ‘ ‘ light’ ‘.